games-to-teach project, mit comparative media studies g ames -t o -t each p roject winter 2003 kurt...
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Games-to-Teach Project, MIT Comparative Media Studies
GAMES-TO-TEACH PROJECT
Winter 2003
Kurt Squire: Research Manager, MIT Comparative Media StudiesHenry Jenkins: Director, MIT Comparative Media Studies
Games-to-Teach Project, MIT Comparative Media Studies
• Background / historical context
• Research & Design commitments
• 15 Conceptual frameworks
• Issues & Themes
• Next steps
Games-to-Teach
Games-to-Teach Project, MIT Comparative Media Studies
• Background / historical context
• Research & Design commitments
• 15 Conceptual frameworks
• Issues & Themes
• Next steps
Games-to-Teach
Games-to-Teach Project, MIT Comparative Media Studies
Educational games in context
Games-to-Teach Project, MIT Comparative Media Studies
Bell Labs Science Films
Games-to-Teach Project, MIT Comparative Media Studies
Edutainment
Games-to-Teach Project, MIT Comparative Media Studies
Combating Misconceptions
• 50% of Harvard graduates can’t explain the seasons
• School knowledge vs. lived experience
• Constructivist pedagogies– Addressing prior beliefs
– Work through conceptions
– Use ideas across contexts
Modeling & Simulation
Games-to-Teach Project, MIT Comparative Media Studies
Combating Misconceptions
• 50% of Harvard graduates can’t explain the seasons
• School knowledge vs. lived experience
• Constructivist pedagogies– Addressing prior beliefs
– Work through conceptions
– Use ideas across contexts
Interactive Narrative
Games-to-Teach Project, MIT Comparative Media Studies
Edutainment?
Games-to-Teach Project, MIT Comparative Media Studies
State-of-the-Art Gaming
Games-to-Teach Project, MIT Comparative Media Studies
Contemporary Pedagogy
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State-of-the-Art Gaming
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Next Generation Educational Media
Games-to-Teach Vision
Games-to-Teach Project, MIT Comparative Media Studies
Games-to-Teach
Games-to-Teach Project, MIT Comparative Media Studies
Games-to-Teach
• Background / historical context
• Research & Design commitments
• Conceptual frameworks
• Issues & themes
• Next steps / invitation for participation
Games-to-Teach Project, MIT Comparative Media Studies
Educational Technologists
Students
GameDesigners
MITFaculty
ComparativeMedia
Studies
Games-to-Teach
Games-to-Teach Project, MIT Comparative Media Studies
• Learning is a process of personal construction– Pre-existing beliefs color all understandings– Learning occurs through testing ideas
• Knowledge is socially negotiated– Communities of practice determine “truths”
• Realism is not always best– “Perfect models” are too complex– Simplify conditions to illustrate concepts
• Instruction is preparation for future learning– Transfer studies
• We create meaning with media– We ask questions, wrestle with meaning, explore fantasies– Media consumption is a social experience
Learning Sciences
Games-to-Teach Project, MIT Comparative Media Studies
• Increased motivation (Cordova & Lepper, 1997; Malone, 1985)
• Role of Instructional context (White & Frederickson, 1998)– “Metacognition”– Set up– Reflection
• Effective within inquiry framework (White & Frederickson, 1998)
• Social interactions produce learning (Johnson & Johnson, 1985)
• “Emerging pedagogies” (Squire & Reigeluth, 1999)
– Problem Based Learning (Barrows et al, 1999)– Anchored Instruction (Bransford et al, 1992)– Goal-Based Scenarios (Schank, 1996)
– Case-Based Reasoning
Research on Gaming
Games-to-Teach Project, MIT Comparative Media Studies
Design Commitments
• Appeal to broad audiences– Women in lead design roles– Gender inclusive game designs
• Leverage existing genres• Provide “transgressive play”• Grounded in existing learning sciences research • Address misconceptions• “Induce” contextuality• Designing for sociability (Preece, 1999)
• Recognizing Instructional Context• Embedded Assessment Data
Games-to-Teach Project, MIT Comparative Media Studies
Games-to-Teach
• Background / historical context
• Research & Design commitments
• Conceptual frameworks
• Issues & themes
• Next steps / invitation for participation
Games-to-Teach Project, MIT Comparative Media Studies
Game Platform Genre Subject Pedagogy
Replicate! PC / Xbox Action / Racing Biology / Virology Visualization
DreamHaus PC Adventure / Design
Architectural
Engineering
Learning by Design
Biohazard PC / Xbox Action RPG Biology Learning by Doing
Hephaestus PC XBox Online
Massively Multiplayer
Robotics Engineering
CollaborativeCommunity
La Jungla de Optica PC Simulated World RPG
Optical Physics Anchored Instruction
Extreme Sports Tycoon Web Multi-player Puzzle
Mechanical Physics
Learning by Design
Cuckoo Time Xbox Party Game Mechanical Physics
Playful Microworlds
Games-to-Teach Project, MIT Comparative Media Studies
Game Platform Genre Subject Pedagogy
Daedalus’ End PC Multiplayer Role-Playing
Engineering Ethics
Role-Playing
Supercharged! PC / Xbox Puzzle / Flying Electromagnetism Simulation
Environmental Detectives
Pocket PC Multiplayer Role Playing
Environmental Education
Participatory Simulation
Revolution! PC Multiplayer Role-Playing
American History Role-Playing
Hola! PC / Xbox Action Adventure
Spanish Immersion
Taken PC Real Time Strategy
Psychology Constructionism
Systems Design Tools PC Creative Toy Systems Thinking Collaborative Modeling
Dreamtime PC / Xbox MMO Cultural Studies Participatory Simulation
Games-to-Teach Project, MIT Comparative Media Studies
Replicate
Games-to-Teach Project, MIT Comparative Media Studies
Replicate
You: The Virus
The Enemy: The Body
Your Goal: Replication
Games-to-Teach Project, MIT Comparative Media Studies
Replicate
• Phase 1: Find the organ– Dodge antibodies– “Read” the body’s responses
• Phase 2: Enter the cell– Fast action controls
• Phase 3: Attack the cell– Navigate through a 3D cell– Find the nucleus– Replicate!
Games-to-Teach Project, MIT Comparative Media Studies
Replicate
• Transgressive Play• Leveraging existing “conflicts”• The body as a game board
– Visualization• Choice Thinking with content
– Customization of viruses
– Specialization and differentiation (role playing)
• Elucidate misconceptions – Viruses & Temperature
• Concessions in realism– Relative size, speed
Games-to-Teach Project, MIT Comparative Media Studies
BiohazardBiology through Pathology
- Action Role Playing - ER! + Outbreak + Deus Ex - Doctor / Disease control- Simulated Diseases- Pathology - Observation, experimentation- Content
- Inheritance Patterns- Viral Structure and Replication- Reproduction, - Growth and Development- Structural, Physiological, and Behavioral Adaptations
Games-to-Teach Project, MIT Comparative Media Studies
BiohazardGoal-Based Scenarios
Melodramatic tension Access to tools & resourcesSeductive Failure statesReplaying Events
Games-to-Teach Project, MIT Comparative Media Studies
Setting Disease Objectives
Busy Hospital Meningitis Central nervous system and brain, immune systems
Urban Setting Rabies etiology, epidemiology and pathogenesis of rabies, a rhabdovirus, DNA and profiling.
South African Hospital
Ebola liver, hypovolaemic shock, homeostasis, cardiovascular system, cellular metabolism
New York City Neighborhood
Tuberculosis respiratory system, transportation of respiratory gases. Epidemiology of TB in North America.
London Bubonic Plague
the lymphatic system, lungs and pneumonia, sepsis, adult respiratory distress syndrome
Boston University
Chickenpox (Steven-Johnson Syndrome); eyes, fluid and electrolytes, integumentary system.
Alien Spacecraft
Escherichia Coli 0157
gastrointestinal system, Haemolytic-uraemic syndrome, the renal system.
Games-to-Teach Project, MIT Comparative Media Studies
BiohazardSimulated RPGs
Choices & ConsequencesTime, Resources
Character Development Developing skills, making contacts, earning reputation
Simulated WorldsViruses, synthetic characters
Authentic toolsSkills, Read-outs, displays
AssessmentStatistics, records, reflection
Multiplayer potential
Games-to-Teach Project, MIT Comparative Media Studies
• Combines physical world and virtual world contexts
• Embeds learners in authentic situations
• Engages users in a socially facilitated context
Computer simulation on handheld computer Computer simulation on handheld computer triggered by real world locationtriggered by real world location
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Proof of Concept
– Players briefed about health problems
– Givenbackground information and “budget”
– Goal: Determine source of pollution by drilling sampling wells and remediate with pumping wells
– Work in teams representing different interests (EPA, Industry, etc.)
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Position determined by GPS Zoom in for detail
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Drilling wells• Choose
– Sites to sample
– Sampling methods• Influence budget, accuracy and timeliness of samples
Dig Wells Wait for Readings Collect Data
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Other Simulation Events
• Triggering of media events at specified locations– library →
web documents– machine shop →
video interview
• “Racing” virtual players• Sharing and interpreting data
with team members
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Game Conclusion
• Pinpoint location and cause of pollution
• Scenario 1 (middle school)– Present evidence to a jury
• Scenario 2 (MIT students)– Drill remediation wells and take
new samples– Requires complex dynamic
underlying model
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Game Extensions• New Adaptations
– Customize location, toxin, etc.• New Dimensions
– Played across entire city– Played across months or weeks– Altered Spatial Scale
• Entire building represents human body• New Domains
– Historical Simulations• Walking the freedom trail
– Epidemiological Studies• Tracking disease through population
• New Tools– Authoring your own AR Simulations
Environmental Detectives
Games-to-Teach Project, MIT Comparative Media Studies
Games-to-Teach
• Background / historical context
• Research & design commitments
• Conceptual frameworks
• Issues & themes
• Next steps & invitation for participation
Games-to-Teach Project, MIT Comparative Media Studies
Design Themes
• Leveraging “contested” spaces• Managing success & failure
– Provide early successes, non gamers– Failure learning
• Graduated difficulty & complexity• Simulation underpinning
– When do you cheat?– Where do you draw boundaries
• Provide & anticipate transgressive play– Explore “what if scenarios”
• What decisions is the player making– Practicing useful skills– Thinking “like an expert”
Games-to-Teach Project, MIT Comparative Media Studies
Microworld Simulation
• Playing by an “arbitrary” set of rules– Designing solutions, inferring meaning, testing system boundaries – Experiencing complex interactions from simple rules
• Visualization– New ways of seeing information– Supercharged, Replicate
• Level Design is critical– Force players to confront properties of a system– Power-ups, “health” clocks
• Encouraging deep understanding– Fostering metacogntion– Encouraging reflection through social interactions (i.e. discussion)
• Learning by design / creation– Designing solutions– Designing levels for others to play– Recording and publishing levels for critique
Games-to-Teach Project, MIT Comparative Media Studies
Role Playing Games
• What are the core concepts & skills?– What interesting roles (could) use these skills
• Evaluating information from advisors– Choosing Advisors, information, interactions– Access to information as a constraint– Hidden Agenda, Civilization
• Use RPG conventions– Build a character over time– Choose between skills, tools, statistics– Multiple solution paths
• Use established pedagogical models– Anchored instruction, Problem-based learning, Goal-based scenarios
• Building “teachable moments” – Failure starts a learning cycle– Failure learning– Recording & replaying actions
Games-to-Teach Project, MIT Comparative Media Studies
Game-Based Pedagogy
Game
Student Subject
Games-to-Teach Project, MIT Comparative Media Studies
Game-Based Pedagogy
Game
Just-in-timelectures
Peers
Texts
Demonstrations
Web-basedResources
StudentE&M
Physics
Games-to-Teach Project, MIT Comparative Media Studies
Game-Based Pedagogy
Game
Just-in-timelectures
Peers
Texts
Demonstrations
Web-basedResources
StudentE&M
Physics
Learning Context
Games-to-Teach Project, MIT Comparative Media Studies
Walkaways
• Games are social experiences– Explain what you did– Critique other games
• Games allow hypothesis formation & testing – Failure leads to learning
• Trust game conventions– Power-ups, character development– Differentiated roles,
• Games vs. Simulations– Game designers cheat & this is good.
• Games are motivating
Games-to-Teach Project, MIT Comparative Media Studies
Building a network of teachers, researchers and developers…
http://cms.mit.edu/games/education/
Future Steps
Games-to-Teach Project, MIT Comparative Media Studies
Contested spaces– Leveraging contests in content
Power – ups– Ways of making students choose– Ways of manipulating variables
Character development – choosing skills / items– Creating emotional investment– Inducing creative thinking
Differentiated Roles
Using Game Conventions
Games-to-Teach Project, MIT Comparative Media Studies
Leveraging Social Interactions
If learning is participation…– What is legitimate participation in social practices– Simulations vs. reality
Social interactions– Explaining strategies– Teacher’s “just-in-time” lectures
Collaborative communities of practice Online communitiesSharing strategies (ala The Sims)Using Games to “induce” complex problem solvingRole PlayingMicroworldsStrategy / Resource Management
Games-to-Teach Project, MIT Comparative Media Studies
Internal Development– Supercharged! (Electromagnetism)– Environmental Detectives (Environmental Studies)– Replicate! (Biology & Virology)
Developing with partners- Biohazard (Emergency Response workers)
New content partners– Royal Shakespeare Company– Colonial Williamsburg
Future Steps
Games-to-Teach Project, MIT Comparative Media Studies
CommunitiesLearning from Successful Games
Games-to-Teach Project, MIT Comparative Media Studies
CommunitiesLearning from Successful Games
Games-to-Teach Project, MIT Comparative Media Studies
Join Us!
• Prototypes 1-10 on the web– Designs, pedagogy, technical notes, art– Documentation and media– http://cms.mit.edu/games/education/
Kurt Squire
Games-to-Teach Project, MIT Comparative Media Studies
• Game Data– Levels completed, time per - problem, solution paths
• Observations– Notes & Video-taped
• Pre & Post - tests– Content “Interviews”– Written tests & Surveys– Dynamic tasks (zero, near, & far transfer)
• Interviews with Instructors• Comparisons with “traditional groups”
Assessment
Games-to-Teach Project, MIT Comparative Media Studies
Contact Information
• Information:– http://cms.mit.edu/games/education/
• To participate in pilot program– Email: cms-g2t-pilot
• Contact:– Henry Jenkins: [email protected]– Randy Hinrichs: [email protected]– Kurt Squire: [email protected]
Games-to-Teach Project, MIT Comparative Media Studies
Questions
Games-to-Teach Project, MIT Comparative Media Studies
• Importance of instructional context – set-up, debriefing, and reflection
• Leveraging collaboration (e.g. Koschmann, 1996)
– Reflection
• Power of local culture & conditions (Squire et al., 2002) – Adoption & Adaptation
• Teacher support and professional development– Communities of teachers
Game-Based Pedagogy
Games-to-Teach Project, MIT Comparative Media Studies
Game-Based Pedagogy
Yuro Engestrom, 1992
Games-to-Teach Project, MIT Comparative Media Studies
• Immersive Learning Environments– Students developing and testing hypotheses
• Role playing Games– Solving “authentic problems”– Access to authentic tools / resources
• Visualization and Simulation– Leveraging potential contests– Spatial Conquests– Remediating physical laws
“Endogenous Game Play”
Games-to-Teach Project, MIT Comparative Media Studies
• Control, Challenge (Malone, 1981)
– Instantaneous feedback– Adjusted Difficulty level – Choice
• Fantasy, Exploration– Narrative, whimsy, fantasy, discovery
• Social Contexts– Collaboration, Competition
Engaging Media
Games-to-Teach Project, MIT Comparative Media Studies
555 respondents listed at least 1 favorite game. – Final Fantasy series (I-VIII) 55 – Starcraft 46 – Civiliation I/ II 29– Zelda 24– Tetris 22 – Quake 21– Super Mario Brothers 21– Tournmanet 12– Snood 12– Madden Sports 8– The Sims 6
GTT Research